This article aims to analyze, albeit in an introductory manner, the
understanding and attitude of education professionals regarding the importance of
developing a differentiated curriculum in the school socio-educational context located in
a rural community, in order to meet the identity demands of different collective subjects
who live and work in the field. It questions whether it is possible to develop a
differentiated curriculum in rural schools in the municipality of Placa / PA; and what
strategies are necessary for differentiated educational practices to guide the curricular
proposals of these educational institutions. The qualitative study took place in a public
school in the municipal education network, with the participation of a teacher who works
in the final years of elementary school, the pedagogical coordinator responsible for
monitoring the investigated school, and also the direction and coordination Polo School.
The results point to the existence of a school curriculum restricted to the adaptations
made by the teachers from the official curricular matrices elaborated by the local
Municipal Department of Education, without allowing the effective incorporation of
themes that favor socio-educational practices that value the traditional knowledge of
families peasants and their ways of life, showing a pedagogical organization of rural schools that is out of touch with training demands that respects the socio-cultural
identities existing in the countryside.
|
